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It highlights the need to address the complexity of effective teaching and describes initiatives such as the Gates Foundation’s MET project and an AFT continuous improvement model to strengthen practice and student 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educators—in the classroom, library, coun  \nseling center, or anywhere in between—share one overarching goal: ensuring all students receive the rich, well-rounded education they need to be productive, engaged [citizens. in](citizens. in) this regular feature, we explore the work of professional educators—their accomplishments and their challenges—so that the  \nlessons they have learned can benefit students across the country. After all, listening to the professionals who do this work every day is a blueprint for success.  \niLLUSTRATiONS BY NENAd JAKESEVic  \nBy Vicki Phillipsand Randi Weingarten  \nS  \nome see us as education’s odd couple—one, the president of a democratic teachers’ union; the other, a director atthe world’s largest philanthropy. While we don’t agree on everything, we firmly believe that students have a right to  \neffective instruction and that teachers want to do their very best.  \nVicki Phillips is the director of Education, College Ready in the United States Program, for the Bill & Melinda Gates Foundation. Previously, she was the superintendent of the Portland Public Schools in Oregon. A former middle and high school teacher, she has served as the secretary of education and chief state school officerfor Pennsylvania and as the superintendent of the Lancaster, Pennsylvania, school district. Randi Weingarten is the president of the American Federation of Teachers. Highlights from her career include serving as the president of the United Federation of Teachers, as an AFT vice president, and as a history teacher at Clara Barton High School in Brooklyn’s Crown Heights. This article first appeared in the March 25, 2013, issue of the New Republic.  \nWe believe that one of the most effective ways to strengthen both teaching and learning is to put in place evaluation systems that are not just a stamp of approval or disapproval but a means of improvement. We also agree that in too many places, teacher evaluation procedures are broken—unconstructive, superficial, or otherwise inadequate. And so, for the past four years, we have worked together to help states and districts implement effective teacher development and evaluation systems carefully designed to improve teacher practice and, ultimately, student learning.  \nWhile many factors outside school affect children’s achievement, research shows that teaching matters more than anything else schools can do. Effective teaching is a complex alchemy—requiring command of subject matter, knowledge of how different children learn, and the ability to maintain order and spark students’ interest. Evaluation procedures must address this complexity—they should not only assess individual teachers but also help them continuously improve.  \nYet both of us have become increasingly concerned that states  \n36 AMERicAN EdUcATOR | SUMMER 2013  \nand districts are doing evaluation quickly instead of doing it right, which could have serious adverse effects.  \nThe Bill & Melinda Gates Foundation launched the Measures of Effective Teaching (MET) project in 2009 to identify effective teaching using multiple measures of performance. The foundation also invested in a set of partnership sites that are redesigning how they evaluate and support teaching talent.  \nAnd the AFT has developed a continuous improvement model for teacher development and evaluation that is being adapted in scores of districts to help recruit, prepare, support, and retain a strong teaching force.  \nFrom our research, and the experiencesofour state and district partners, we’ve learned what works in implementing high-quality teacher development and evaluation systems:  \n1. Match high expectations with high levels of support.  \nTeacher evaluations should be based upon professional teaching standards that spell out what teachers should know and be able to do. Teachers should receive regular, timely feedback on their performance an","cbCaig5SQhLQB9jC","https://ap.wps.com/l/cbCaig5SQhLQB9jC","pdf",102247,"English","# The Professional Educator\n## Six Steps to Effective Teacher Development and Evaluation\n## Building improvement-focused evaluation systems\n## Key principles: expectations and support\n## Key principles: multiple evidence sources\n## Key principles: constructive feedback","[{\"question\":\"Why should teacher evaluation be designed for improvement rather than approval?\",\"answer\":\"Evaluation should systematically improve teacher practice and increase student learning, serving as a means of ongoing development instead of simply judging teachers.\"},{\"question\":\"What does effective teaching require according to the article?\",\"answer\":\"Effective teaching is described as a complex mix of subject-matter command, understanding how different children learn, and maintaining order while sparking students’ interest.\"},{\"question\":\"What kinds of evidence should be included in teacher evaluation?\",\"answer\":\"The article argues for balanced evidence from multiple sources, such as teacher observation, student work, and student assessments, rather than relying mainly on end-of-year test scores.\"}]","The Professional Educator - Six Steps to Effective Teacher Development and Evaluation | PDF",1792072429]